Evolving Complexity Theory (ECT) of Talent Development: A New Vision for Gifted and Talented Education

Dai, David Yun

doi:10.1007/978-3-030-56869-6_7

Cited by 20 publications

(13 citation statements)

References 33 publications

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“…However, a conceptual basis is needed for this theoretical abstraction. The latter is provided by ECT (Dai, 2021).…”

Section: Resultsmentioning

confidence: 99%

“…What kind of task demand and developmental changes evoke deliberate practice are beyond the purview of the expert performance perspective. In light of Evolving Complexity Theory (ECT), the present study sought to explain Matthew effects from a developmental perspective, in terms of how increasing task demand and higher professional expectations trigger maximal adaptation (Dai, 2021). The present study provides a multi-case analysis, in which we took an up-close look at what exactly transpired for five individuals over the years, especially when the early entrants went through four years of college and continued their graduate studies in the United States.…”

Section: Theoretical Background For An Empirical Phenomenonmentioning

confidence: 99%

“…However, a conceptual basis is needed for this theoretical abstraction. The latter is provided by ECT (Dai, 2021). Edelman (1995) argued that a unique characteristic of human beings is their ability to model the past and the future.…”

Section: Phase 3 Ect-based Analysismentioning

confidence: 99%

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A multi-case study of accelerated trajectories of science talent development: Matthew effects re-examined

Dai

2022

Gifted Education International

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Matthew effect (“the rich get richer”) has been a research topic for decades. It refers to a cumulative advantage, social or individual, in talent development as well as performance or productivity, typically unfolding longitudinally. The present study builds on a previous qualitative study as an attempt to fully understand developmental underpinnings of an accelerated science career, with a focus on developmental changes as potential explanations for the observed Matthew effects. In contrast to traditional theoretical explanations that resort to either social or individual advantages, the present study, in light of Evolving Complexity Theory (ECT), uncovered developmental changes as potentially responsible for a distinct accelerated career trajectory and the apparently unfolding Matthew effects. Implications of the findings in terms of understanding the role of evolving individuality for talent development are discussed.

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“…However, a conceptual basis is needed for this theoretical abstraction. The latter is provided by ECT (Dai, 2021).…”

Section: Resultsmentioning

confidence: 99%

Section: Theoretical Background For An Empirical Phenomenonmentioning

confidence: 99%

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A multi-case study of accelerated trajectories of science talent development: Matthew effects re-examined

Dai

2022

Gifted Education International

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“…At the start, we must note that talent denied and equity gaps in STEMM talent development are multidisciplinary phenomena. They are dynamic, reflecting a multiplicity of causalities at multiple scale and complexity levels that interact with multiple societal subsystems 93,94 . As a consequence, explaining the formation of talent denied and equity gaps in STEMM and conceptualizing approaches to closing them cannot be the sole responsibility of the education system and those directly involved in STEMM talent support.…”

Section: An Educational Framework Model For Analyzing Equity Gaps In ...mentioning

confidence: 99%

Talent denied: Equity and excellence gaps in STEMM

Ziegler,

Stoeger

2023

Annals of the New York Academy of Sciences

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In principle, there could be STEMM talent everywhere if there were sufficient and adequate opportunities and learning resources everywhere. The reality, however, is that the likelihood of developing one's talent in STEMM is tied to membership in social groups. In this contribution, we explore the implications of this statement with multiple examples for different social groups and for different stages of talent development. We propose an educational framework model for analyzing equity gaps in STEMM talent development that identifies and systematizes the unequal and inequitable distribution of resources and opportunities as the proximal cause of the emergence of such equity gaps. Furthermore, we discuss important aspects for closing equity gaps in STEMM talent development. We argue that—similar to public health approaches—the focus in establishing equity in STEMM talent development should be on prevention rather than intervention. We discuss the importance of the cooperation of societal subsystems and argue for the use of adequate methods of disparity detection for creating equal opportunities. We also outline why preventive strategies are crucial for the creation of resource parity and explain why outcome standards should be considered obligatory.

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“…Extracurricular activities have the aim of developing cooperation and independence of students (Sabo & Mureşianu, 2015), expanding knowledge, and honing students' skills with scouting activities, spirituality, arts, martial arts, and sports (Jackson & Bridgstock, 2021;Tran, 2017). Education is not only about cultivating knowledge or skills but also about functions to develop potential talents, interests (Abdujabbarova & Isamova, 2020;Dai, 2021;Ilyashenko et al, 2019), social responsibility, and career readiness of students (Hansen & Hoag, 2018). In line with the educational function, spiritual extracurricular activities function as fostering Islamic behavior, character development, creativity, expanding experience, practicing social skills, internalizing moral, social, religious values, realizing religious culture, enhancing Islamic syi'ar, and being carried out in a relaxed, joyful atmosphere, and fun (Syarifuddin, 2018).…”

Section: Introductionmentioning

confidence: 99%

Evaluation of the spiritual extracurricular program in Madrasa

Fatimah¹,

Yuberti

Ayu

2021

JAIEM

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Spiritual extracurricular activities have an important role in exploring potential interests, talents, and can encourage the increase in the values of the religious character of students and their practice of Islamic teachings which have declined in recent times. The purpose of this study was to determine how to evaluate the context, input, process, and product of the Spirituality extracurricular program at Madrasa Tsanawiyah Darul Huda Bandar Lampung. This study used an evaluative design with a descriptive approach. Data collection techniques used were interviews, questionnaires, observation, and documentation. The subjects of this study were the head of the madrasa, coaches, and spiritual extracurricular participants. Data were analyzed using Miles and Huberman’s theory, namely reducing data, presenting data, and drawing conclusions / verifying. The results showed: (1) Evaluation of the context related to program management structure, program objectives, types of activities, work programs, and needs was quite good, (2) Evaluation of inputs related to supervisors and participants who took part in spiritual extracurricular activities, as well as feasibility/completeness. from the facilities and infrastructure to support program activities is quite good. However, it needs to be improved in the provision of teacher trainers, and the details of program implementation funding, (3) Evaluation of the process is good. The implementation is by the program guidelines of The Ministry of Education and. Culture Number 62 of 2014, (4) Good product evaluation, containing student learning outcomes as values, achievements, and the character of students from religious character, honesty, discipline, responsibility, tolerance, cooperation, polite/polite, and self-confidence. The implication of this research shows that the spiritual extracurricular program at Madrasa Tsanawiyah Darul Huda Bandar Lampung plays a very important role in shaping the religious character of students.

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Evolving Complexity Theory (ECT) of Talent Development: A New Vision for Gifted and Talented Education

Cited by 20 publications

References 33 publications

A multi-case study of accelerated trajectories of science talent development: Matthew effects re-examined

A multi-case study of accelerated trajectories of science talent development: Matthew effects re-examined

Talent denied: Equity and excellence gaps in STEMM

Evaluation of the spiritual extracurricular program in Madrasa

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